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Lesson 6 - Pathways and Balances

Creative Movement Stories

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Reception

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Gymnastics

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30 min

Big Question

How can we create our own movement story using different pathways and balances?

Learning Objectives

To choose 3 point or patch balances from the Giant's story and use them in a sequence
To link balances by travelling using square and triangle pathways
To use clear start and finish shapes in their movement sequence

Key Outcomes

Students will create their own Giant's story sequence using 3 chosen balances
Students will demonstrate travelling along geometric pathways with control
Students will perform sequences with recognisable start and finish positions

Equipment & Resources Required

Gymnastics Mats

6-8 mats

Spread around the space to create individual work areas

Alternative: Carpet squares or marked floor areas

Cones

20-30 small cones

Used to mark out square and triangle pathways

Alternative: Bean bags, hoops, or masking tape lines

Flashcard

1 set of balance picture cards

Display where all children can see for reference

Alternative: Hand-drawn diagrams on whiteboard

Score Sheets

1 per child (optional)

For children to self-assess their sequence components

Alternative: Simple picture checklist sheets

Key Vocabulary

Point balance

A balance where you balance on small parts of your body like hands, feet, or head

Patch balance

A balance where you balance on larger parts of your body like your back, tummy, or side

Pathway

The route or track you follow when moving from place to place

Sequence

A series of movements linked together in order, like telling a story with your body

Start position

The shape you make with your body at the beginning of your sequence

Finish position

The shape you make with your body at the end of your sequence

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Students know basic point and patch balances from previous Giant's story lessons
Students can perform simple travelling actions like rolling and crawling
Students understand the concept of following instructions in movement

Current Skills

Selecting and combining balances into sequences
Following geometric pathways while maintaining balance control
Using clear start and finish positions to frame sequences

Next Steps

Creating more complex sequences with varied levels
Adding apparatus work to sequences
Performing sequences in small groups or pairs

Milestone Indicators

Students can independently choose appropriate balances for their sequence

Pathways are followed accurately without constant reminders

Start and finish positions are held for 3 seconds with control

Key Teaching Points

Balances must be held still for 3 seconds to show control and stability
Pathways should be followed accurately with clear corners and edges
Start and finish positions frame the sequence and signal beginning and end
Travelling movements should connect smoothly between balances
Safety is maintained through adequate personal space and controlled movements
Creative choices should be celebrated while maintaining technical requirements
Giant's story theme provides engaging context for skill development

Common Misconceptions

Children may think faster movement means better performance - emphasise control and quality over speed
Some may believe all balances should look the same - encourage individual creative choices within safety guidelines
Misconception that pathways can be walked through the middle - clarify walking around the edges
Children might think start/finish positions are optional - emphasise their importance for complete sequences
Some may believe only difficult balances are good - celebrate appropriate balance choices for individual ability

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, movement breaks built in, clear visual boundaries for pathways, frequent positive reinforcement

dyspraxia

Larger pathway markers, simpler balance options, extra practice time, adult support for spatial awareness, breaking movements into smaller steps

autism spectrum

Clear visual schedule of lesson structure, consistent routine for start/finish positions, quiet space available if needed, predictable sequence of activities

visual impairment

Use bright coloured cones for pathways, verbal descriptions of all demonstrations, tactile markers for pathway edges, buddy system for guidance

hearing impairment

Clear visual demonstrations, use of visual signals for start/stop, written sequence cards, ensure child can see teacher's face during instructions

physical disability

Adapted balances for seated participants, wider pathways, alternative travelling methods, focus on achievable movements for individual capability

Cross-Curricular Links

English

Vocabulary development with gymnastics terms, storytelling through movement, describing own and others' work

Maths

Identifying and describing 2D shapes (squares, triangles), counting balances and corners, understanding sequences and order

Science

Understanding how the body moves and balances, forces needed to maintain stability, effect of exercise on the body

PSHE

Building confidence through performance, appreciating others' efforts, perseverance when learning new skills

Teacher Guidance

Positioning

Central position during demonstrations, move around groups during practice, return to central for performances

Observation Focus

Watch for pathway accuracy, balance control, sequence completion, and safe movement throughout

Intervention Points

Step in if children struggling with balance selection, provide guidance for pathway confusion, support nervous performers

Demonstration Notes

Always demonstrate at child level, use exaggerated movements for clarity, narrate actions as you perform them

Verbal Cues

•'Hold that balance still as a statue!'
•'Sharp corners on your pathway!'
•'Show me your strong start position!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, ideally a school hall or large classroom with mats

Surface Check

Non-slip surface, mats properly positioned, no obstacles in movement areas

Equipment Safety

Safety Checks

•Mats flat and stable with no curled edges
•Cones placed away from movement areas when not in use
•Adequate space between marked pathways

Risk Management

Key Risks

•Collisions during pathway following
•Falls during balance attempts
•Equipment trips from scattered cones

Risk Mitigation

•Clear personal space boundaries established
•Adequate spacing between all pathways and work areas
•Progressive skill building from simple to complex
•Adult supervision during all balance practice

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during pathway activities
•Monitor balance practice closely for safety
•Ensure performance area is clear before demonstrations

Emergency Procedures

Stop signal established, clear space to access any child needing assistance, first aid kit accessible